Start-Up
9/2/15
Copy down the following sentences in your chart
for Wednesday. Underline all the nouns found in
them.
1. At the mall yesterday, the boys ate burgers and
drank sodas in the food court.
2. Mr. McElroy stood in front of the class holding
a cup of coffee.
3. Freedom is something that is cherished by
people in the United States and in other
countries.
Check
Start-Up
CHECK
1. At the mall yesterday, the boys ate burgers
and drank sodas in the food court.
2. Mr. McElroy stood in front of the class
holding a cup of coffee.
3. Freedom is something that is cherished by
people in the United States and in other
countries.
Today’s Objective
By the end of the period, students will be able to:
Identify nouns in sample sentences and
correctly categorize them as common or
proper.
Write complete sentences, identifying and
correctly categorizing the nouns in them as
common or proper.
Write proper nouns with correct capitalization.
CCSS.ELA-LITERACY.CCRA.L.1
CCSS.ELA-LITERACY.CCRA.L.2
G.U.M. Day
Grammar, Usage, and Mechanics
• Today we will be beginning our review of
basic grammar, usage, and mechanics.
• Just a reminder: For some of you, this will be
easy, but it is necessary for many of you
based on the pre-assessments I saw.
• We are going to start at the very beginning
with basic parts of speech and then work our
way forward to more complicated matters.
Nouns
• A NOUN is: a word that names a person, place,
thing, or idea.
– Examples: boy, school, table, freedom
Quad Challenge
• A COMPOUND NOUN: consists of two or more
words that together name a person, place, thing, or
idea. They may be written as one word, separate
words, or a hyphenated word.
– Examples: grasshopper, rain clouds, spot-check
Quad Challenge
Nouns
• A COMMON NOUN is: a noun that names any
one of a group of persons, places, things, or
ideas.
– Examples: sister, governor, town
Quad Challenge
• A PROPER NOUN is: a noun that names a
specific person, place, thing, or idea.
– Examples: Paula, Governor Davis, Los Angeles
Quad Challenge
Nouns
Independent Practice
• On page ONE: Identify and underline all of
the nouns in the sentences (1-10).
• On page TWO: Identify and underline all of
the nouns in the sentences. THEN go back
and underline all of the PROPER NOUNS a
second time.
Homework
• Complete pages ONE and TWO.
• They are due at the beginning of class
tomorrow.
Exit Ticket
Write three complete sentences.
Each sentence must include at least one
common noun AND one proper noun.
Now go back and underline the common nouns
once and put the proper nouns in BOLD.
Start-Up
9/9/15
Copy down the following sentences in your chart for
Wednesday. Underline all the nouns found in them.
Underline AND BOLD all proper nouns.
• Mr. McElroy was reading the grammar
papers.
• He saw many mistakes in the papers
from his students.
• He realized that students at Merced High
needed more review on nouns.
Start-Up
CHECK
• Mr. McElroy was reading the grammar papers.
• He saw many mistakes in the papers from his
students.
• He realized that students at Merced High
needed more review on nouns.
Today’s Objective
By the end of the period, students will be able to:
Identify nouns in sample sentences and
correctly categorize them as common or
proper.
Write complete sentences, identifying and
correctly categorizing the nouns in them as
common or proper.
Write proper nouns with correct capitalization.
CCSS.ELA-LITERACY.CCRA.L.1
CCSS.ELA-LITERACY.CCRA.L.2
REWIND - Nouns
• A NOUN is: a word that names a person, place,
thing, or idea.
• Examples: boy, school, table, freedom
• A COMMON NOUN is: a noun that names any
one of a group of persons, places, things, or
ideas.
– Examples: sister, governor, town
• A PROPER NOUN is: a noun that names a specific
person, place, thing, or idea.
– Examples: Paula, Governor Davis, Los Angeles
REWIND - Nouns
• First, I am passing back your work with nouns
from last week. If you turned nothing in, you
are getting nothing back.
• You will be working today, in groups, to re-do
this work and find your mistakes.
• Your score on this assignment can improve
based on your work today.
Let’s go through the process now…
REWIND - Nouns
• To begin: Everyone in your group look at #1
on page 1. Did anyone get it right?
• If someone got it right, it is their job to
EXPLAIN to the group WHY they underlined
the words they did.
• If no one got it right, one person needs to
volunteer to go through the corrections on
their paper.
• AS A GROUP, you will then decide on the
correct answer(s) and use the blank
worksheet to record YOUR GROUP’S
ANSWER.
REWIND - Nouns
• Continue: Everyone in your group look at #2
on page 1. Did anyone get it right?
• If someone got it right, it is their job to
EXPLAIN to the group WHY they underlined
the words they did.
• If no one got it right, a DIFFERENT person
person needs to volunteer to go through the
corrections on their paper.
• AS A GROUP, you will then decide on the
correct answer(s) and use the blank
worksheet to record YOUR GROUP’S
ANSWER.
REWIND - Nouns
• Continue through the rest of the worksheet.
• Make sure you are LOOKING AT each
sentence and the correct answers are being
EXPLAINED to the group.
• Your group will turn in their sheet at 5
minutes before the end of the period. Your
score will be whatever your GROUP scores
(unless you never turned in the work, in
which case you will get ½ of whatever your
group scores).
Homework
Common and proper nouns worksheet,
numbers 1-20.
UNDERLINE the common nouns and
CIRCLE the proper nouns.
Exit Ticket
NO EXIT TICKET TODAY!
Start-Up
9/16/15
Copy down the following sentences in your
chart for Wednesday. Underline all the
PRONOUNS found in them.
1. We went to the movies last Friday night.
2. They invited John, but he couldn’t go.
3. Those are the shoes I want to wear when I
go out with them.
Check
Start-Up
CHECK
1. We went to the movies last Friday night.
2. They invited John, but he couldn’t go.
3. Those are the shoes I want to wear when I
go out with them.
Today’s Objective
By the end of the period, students will be able to:
Identify pronouns in sample sentences and
correctly categorize them as personal, reflexive,
or intensive.
Write complete sentences, identifying and
correctly categorizing the pronouns in them as
personal, reflexive, intensive, or demonstrative.
CCSS.ELA-LITERACY.CCRA.L.1
CCSS.ELA-LITERACY.CCRA.L.2
Pronouns
• A pronoun is a word that takes the place of
one or more nouns.
• The noun that a pronoun replaces is called
the ANTECEDENT.
– Example: Tony is smart, and he gets good grades.
– Example: Ask Lisa is she wants to go with us.
– Example: This is a great place to watch the
fireworks.
Personal Pronouns
• Personal Pronouns take the place of, or refer
to…
– The person speaking
– The person being spoken to
– The person being spoken about
• First Person
– Singular: I, me, my mine
– Plural: we, us, our, ours
• Example: I gave my paper to the teacher.
Personal Pronouns
• Second Person
– Singular: you, your, yours
– Plural: you, your, yours
• Example: You need to turn your paper in too.
• Third Person
– Singular: he, him, his, she, her, hers, it, its
– Plural: they, them, their, theirs
• Example: He copied his paper from her.
Reflexive Pronouns
• Reflects back to the subject of the sentence
– First Person: myself, ourselves
• Example: I made a sandwich for myself.
– Second Person: yourself, yourselves
• Example: Did you paint that picture yourself?
– Third Person: himself, herself, itself, themselves
• Example: Joey spilled the water on himself.
Intensive Pronouns
• Intensifies, or emphasizes, its antecedent
• The list of intensive pronouns is the SAME as
the list of reflexive pronouns. The difference
is in HOW it is being used.
– First Person: myself, ourselves
• Example: I, myself, made a sandwich.
– Second Person: yourself, yourselves
• Example: Did you, yourself, paint that picture?
– Third Person: himself, herself, itself, themselves
• Joey, himself, spilled the water
Demonstrative Pronouns
• Points out a person, place, thing or idea
• The demonstrative pronouns are:
– This
– That
– These
– Those
• Examples: Those are my friends over there.
•
This is the place.
•
That was fun!
•
These books belong to the library.
Exit Ticket
NO EXIT TICKET TODAY!
Work on the worksheet!
Start-Up
9/23/15
Copy down the following sentences in your
chart for Wednesday. Underline all the
PRONOUNS found in them.
1. Did you make those cookies yourself?
2. We should bring them to that party
tomorrow night ourselves.
3. I, myself, don’t like them, but our friends
might.
Check
Start-Up
CHECK
1. Did you make those cookies yourself?
2. We should bring them to that party
tomorrow night ourselves.
3. I, myself, don’t like them, but our friends
might.
Today’s Objective
By the end of the period, students will be able to:
Identify pronouns in sample sentences and
correctly categorize them as personal, reflexive,
or intensive.
Write complete sentences, identifying and
correctly categorizing the pronouns in them as
personal, reflexive, intensive, or demonstrative.
CCSS.ELA-LITERACY.CCRA.L.1
CCSS.ELA-LITERACY.CCRA.L.2
Pronouns - Rewind
• REMEMBER: A pronoun is a word that takes
the place of one or more nouns.
• So far, we have discussed:
– Personal Pronouns
• Examples
– Reflexive and Intensive Pronouns
• Examples
– Demonstrative Pronouns
• Examples
BUT WAIT…THERE’S MORE!
Interrogative Pronouns
• Interrogative pronouns introduce a question.
• They are:
– Who, Whom, Which, What, Whose
• These pronouns can be used in other ways.
THEY ARE ONLY INTERROGATIVE IF THEY ARE
PART OF A QUESTION!
Relative Pronouns
• Relative pronouns introduce a SUBORDINATE
CLAUSE.
• They are:
– whose, which, that, who, whom
• A SUBORDINATE CLAUSE is a group of words
that has a subject and a verb but DOES NOT
contain a complete thought.
– Examples:
•
•
•
•
•
whose house we walked by yesterday
which made me quite mad
that need a lot of help
who is in the backyard
for whom the phone rang
Relative Pronouns
• Relative pronouns connect the subordinate
clause to the rest of the sentence.
• Examples:
– It was Tommy whose house we walked by
yesterday.
– He yelled at us, which made me quite mad.
– It is his manners that need a lot of help.
– We should tell his mom, who is in the backyard,
about this.
– It was his sister for whom the phone rang.
Homework
Complete pages 6-8 on
Interrogative and Relative
Pronouns.
DUE TOMORROW!
Exit Ticket
NO EXIT TICKET TODAY!
Work on the worksheet!
Start-Up
10/7/15
Copy down the sentences, and then underline
the RELATIVE PRONOUNS.
1. My sister, who is seven years old, goes to
that school.
2. The windows that need to be replaced are in
the front of the house.
3. The classroom, which had been empty all
summer, smelled funny.
Start-Up
10/7/15
1. My sister, who is seven years old, goes to
that school.
2. The windows that need to be replaced are in
the front of the house.
3. The classroom, which had been empty all
summer, smelled funny.
Today’s Objective
By the end of the period, students will be able to:
Correctly identify pronouns in sample
sentences. Specifically, identify indefinite
pronouns in sample sentences.
Write complete sentences using indefinite
pronouns.
CCSS.ELA-LITERACY.CCRA.L.1
CCSS.ELA-LITERACY.CCRA.L.2
Pronouns - Rewind
• REMEMBER: A pronoun is a word that takes the
place of one or more nouns.
• So far, we have discussed:
– Personal Pronouns – replace the person speaking,
spoken to or spoken about. Examples:
– Reflexive and Intensive Pronouns – reflect back on or
emphasize the subject in a sentence. Examples:
– Demonstrative Pronouns – point out a person, place,
thing, or idea. Examples:
– Interrogative Pronouns – introduce a question.
Examples:
– Relative Pronouns – connect subordinate clauses to
the rest of the sentence. Examples
BUT WAIT…THERE’S MORE!
Indefinite Pronouns
• An INDEFINITE PRONOUN refers to one or
more persons, places, things, or ideas that
may or may not be specifically named in a
sentence.
• You can remember this more easily if you
remember what the word INDEFINITE means.
It means “not definite, not specific.”
• If you see a pronoun that does not refer to
something specific, it is probably an
indefinite pronoun.
Indefinite Pronouns
• Some common indefinite pronouns are:
All anything everybody more none
Another few nobody everything other
Something such each some many
someone several much both one
Either most other neither no one
Homework
Complete pages 9-10 on
Indefinite Pronouns.
DUE TOMORROW!
Exit Ticket
Write 3 sentences that include
indefinite pronouns. Underline the
indefinite pronouns in those
sentences.
Start-Up
10/14/15
Copy down the sentences, and then underline
the INDEFINITE PRONOUNS.
1. Someone please tell me something about
what happened.
2. We can’t all have everything in life.
3. Several of the doors were locked, but one
was open.
Start-Up
10/14/15
1. Someone please tell me something about
what happened.
1. We can’t all have everything in life.
1. Several of the doors were locked, but one
was open.
Today’s Objective
By the end of the period, students will be able to:
Correctly identify adjectives in sample
sentences.
Write complete sentences using
adjectives.
CCSS.ELA-LITERACY.CCRA.L.1
CCSS.ELA-LITERACY.CCRA.L.2
Adjectives
• An adjective is a word that modifies (or
describes) a noun or pronoun.
– Examples: funny, red, first
• Adjectives answer one of FOUR questions:
– What kind?
• Example: interesting class
– Which one?
• Example: this class
– How many?
• Example: several classes
– How much?
• Example: entire class
Adjectives
• An adjective may appear before or after the
word it describes.
– The clever student wrote a great essay.
– The student was clever and wrote an essay that
was great.
• The words a, an, and the are adjectives. They
are a special category of adjectives called
articles.
– The teacher gave the students a worksheet.
Adjectives
• Many words that can be used as adjectives
can also be used as other parts of speech. It
all depends on how they are being used.
– This book belongs to me.
• This is being used as an adjective here
– This is my book.
• This is a pronoun here
– School days seem longer than weekend days.
• School is an adjective here
– School is a place of learning.
• School is a noun here
Homework
Complete pages 11-12 on
adjectives.
DUE TOMORROW!
Exit Ticket
Write 3 sentences that include at
least two adjectives per sentence.
Underline the adjectives in those
sentences.
Start-Up
10/21/15
Copy down the sentences, and then underline
the ADJECTIVES. Highlight the noun that it
modifies in yellow.
1. My little sister ran down the long hallway.
2. The floor was wet and slippery.
3. She fell and her left knee got scraped on the
hard, wet tile.
Start-Up
1. My little sister ran down the long hallway.
2. The floor was wet and slippery.
3. She fell and her left knee got scraped on the
hard, wet tile.
Adjectives Rewind
• An adjective is a word that modifies (or
describes) a noun or pronoun.
– Examples: happy, those, many, all
• Adjectives answer one of FOUR questions:
– What kind?
• Example: intelligent student
– Which one?
• Example: that student
– How many?
• Example: several students
– How much?
• Example: most students
Adjectives Rewind
• An adjective may appear before or after the
word it describes.
– The clever student wrote a great essay.
– The student was clever and wrote an
essay that was great.
Adjectives Rewind
• Many words that can be used as adjectives
can also be used as other parts of speech. It
all depends on how they are being used.
– This book belongs to me.
• This is being used as an adjective here
– This is my book.
• This is a pronoun here
– School days seem longer than weekend days.
• School is an adjective here
– School is a place of learning.
• School is a noun here
Independent Work
Complete BOTH SIDES of the worksheet.
UNDERLINE the adjectives, CIRCLE the nouns or
pronouns they modify, and DRAW A LINE from
the adjective to the noun it modifies.
Exit Ticket
Write THREE sentences that include at
least TWO ADJECTIVES EACH.
UNDERLINE the adjectives and
HIGHLIGHT the nouns they modify in
yellow.
Start-Up
11/18/15
Copy down the sentences, and then underline the
ADJECTIVES. Highlight the noun that it modifies in
yellow.
1. The teacher wore an orange shirt and a
black tie.
2. He looked professional and stylish.
3. Unfortunately, his face was ugly and scary.
Start-Up
11/18/15
1. The teacher wore an orange shirt and a
black tie.
2. He looked professional and stylish.
3. Unfortunately, his face was ugly and scary.
MAIN VERBS
• Definition – A main verb expresses an ACTION or
a STATE OF BEING
• Main Verbs tell us one of two things…
– The ACTION of the noun or pronoun
• Example: Tera bakes the family bread on Saturday.
QUAD CHALLENGE
– The STATE OF BEING of the noun or pronoun
• Example: The bread tastes delicious.
Tera is the baker of the family.
QUAD CHALLENGE
• A sentence may have more than one verb.
– Example: She bakes bread on Saturday and rests on
Sunday.
– Example: I think it’s ready.
HELPING VERBS
• Definition – A helping verb works with the main
verb to create a verb phrase.
– Example: The bread must have been baking long
enough.
– Example: Will you bake bread with me?
– Example: I’ll bake bread with you on Saturday.
• The words NOT, NEVER, AND EVER and the
contraction N’T are not part of the verb
phrase. They are adverbs.
– Example: Please don’t open the oven right now.
Independent Work
Complete BOTH SIDES of the worksheet!
Underline the verbs and/or verb phrases.
Remember, a verb can appear as part of a
contraction. Do not underline the adverb part
of the contraction.
Remember, the parts of a verb phrase can be
separated by other words. Make sure you get
all of it.
Exit Ticket
Copy these sentences and underline the main
and helping verbs:
1. We might have made it on time if you had
been ready.
2. You were too busy fixing your hair.
3. Because of that, we didn’t get to see the
movie.
Start-Up
12/2/15
Copy down the sentences, and then underline the
MAIN VERBS.
1. Charles knew he would be late for class if he
didn’t hurry.
2. He ran down the hall and ducked in the
door.
3. The bell rang just as he sat down in his seat.
Start-Up
12/2/15
1. Charles knew he would be late for class if he
didn’t hurry.
2. He ran down the hall and ducked in the
door.
3. The bell rang just as he sat down in his seat.
ACTION VERBS
• Definition: An action verb expresses either a
PHYSICAL or MENTAL action.
• Physical Action
– Example: The players run, jump, and shoot
hoops.
QUAD CHALLENGE
• Mental Action
– Example: Students study, read, or research in
study hall.
QUAD CHALLENGE
ACTION VERBS
• When you identify ACTION VERBS, be
sure to include any HELPING VERBS.
– Helping Verbs are added to the main verb
to help it to express action or state of
being.
• Example: Those students have been working
on their research papers.
• Example: Did you find a relevant source in the
database?
– Remember…the helping verb often comes at the
BEGINNING of a QUESTION
ACTION VERBS
• Work on the “Verbs B” worksheet.
• Follow the instructions on the page.
Worksheets are due at the start of the
class period tomorrow.
If You Finish…
Use the remainder of the period
to continue your search for
credible sources and fill out your
CRAAP Evaluation Form for your
research paper.
Exit Ticket
Write FOUR sentences.
Two must include action verbs that describe
PHYSICAL ACTION.
Two must include action verbs that describe
MENTAL ACTION.
Underline the verbs in each sentence.
Start-Up
1/6/16
Copy down the sentences, and then underline the
MAIN VERBS.
1. My family went to Florida for vacation.
2. It rained and stormed and was generally
horrible weather.
3. We must have brought it back to California
with us.
Start-Up
1. My family went to Florida for vacation.
2. It rained and stormed and was generally
horrible weather.
3. We must have brought it back to California
with us.
LINKING VERBS
• Definition: A linking verb connects the
subject to a word or word group that
identifies or describes the subject.
• Action verbs tell what the subject does, did
or will do, but linking verbs are followed by a
word or words that rename or describe the
subject.
– Example: The sky appears cloudy.
– Example: The rain looks like it won’t stop.
LINKING VERBS
• Some verbs can be used as action or linking
verbs.
• To determine the difference, you have to
decide if the verb is expressing a mental or
physical action.
– Example: I looked through the windshield.
• In this sentence, the verb looked expresses action.
– Example: The sky looked dark and gloomy.
• In this sentence, the verb looked connects the subject
sky with the adjectives dark and gloomy.
Common Linking Verbs
• Some commonly used linking verbs:
appear become
seem
smell
look
remain
feel
sound
taste
grow
stay
turn
Exit Ticket
Write FOUR sentences.
Two must include verbs that describe
PHYSICAL ACTION or MENTAL ACTION.
Two must include the same verbs used as
LINKING VERBS.
Underline the verbs in each sentence.